Professional Documents
Culture Documents
http://www.biologycorner.com/lesson-plans/ecology/
Stage 3 - Evidence
Written Assessment
Your unit test should assess content and should also have ACCESS-aligned components that assess language development.
Date of Unit Test TBA
How are you assessing For the unit project, I will assess language using a scoring rubric assessing writing
language? and speaking (oral presentation).
What ACCESS-aligned tasks will
assess listening, speaking, reading,
and/or writing?
Performance Task Culminating Project
Service based learning
Project Overview For this units project, students will engage in a service-based learning project where
A 2-3 sentence, high-level they will analyze the ways human impact the world.
summary of your project. The
elevator speech!
In class, students will study biological communities and the look at the resources
needed to support a stable communities. Students will analyze the ways in which
humans are impacting our environment both globally and locally.
Students will then the ways in which they can create change/become change agents
within their communities. Students will grow various garden vegetables and then
transplant these vegetables to local communities gardens. In the process, students
will sample and analyze the ways biogeochemical cycles (like the carbon cycle, water
cycle, nitrogen cycle) impact human populations. Furthermore, students will study
and consider the ways in which human have changed and impacted soil erosion.
During this process, students will write several reflections to demonstrate their
thinking and opinions on how humans have shaped the local and global ecological
communities by using academic language relevant to the content. At the end,
students will presenting their projects and new understanding of human impact
through a scientific, research poster that has an abstract, research method, and
conclusion.
Driving Question or As students are engaging in the service-based learning project, students will confront
Problem to Solve the following driving questions:
What real-world challenge,
problem, or task will students
engage in to apply their learning? From a biological perspective, how do humans impact the world that we
inhabit?
How do our lifestyle and action change and influence the world around us?
What is a biological community and what makes a community stable?
In the process of carrying out this unit project, students will make sense of these
questions by synthesizing the major themes of evolution, ecosystems, and biome in
order to gain a deeper understanding on human impact and our ability to create
change within our communities.
Products or Individual Specific content or competencies to be assessed
Performance Task
Be specific about student tasks /
outcomes. Which are individual
and which are collaborative? What Team Specific content or competencies to be assessed
are you assessing with each?
Audience
Who is the intended, real-world
audience for student work?
Integrated Language Speaking Listening
How will language be integrated Students will present their research Listening guide for poster presentations
and assessed across all four
language domains? findings to peers and adults at school
site.
(As related to final project)
Reading Writing
Students will read primary documents Students will work in teams to write and
such as online articles and research peer review research posters.
articles to collect support evidence
for their research posters.
Tasks & Timeline First, we will spend 2.5 weeks covering ecosystem and 2.5 weeks on evolution. As we
What are the steps you and start looking at the idea of the anthropocene (at week 6) we will begin introducing
students will need to take to
complete the project and over the project and grading rubric for this project.
what time period will this occur?
[These tasks should also be
reflected in your unit calendar.]
Cross-Content Students will use the themes and ideas that they are learning in ESl and World Studies
Connections in order to build on ideas and themes relating to human impact and biomes.
What are the interdisciplinary
connections?
Reflection Methods XJournal / Learning Log
How will you engage students in To track and demonstrate their engagement, students will complete various
reflecting on their work product,
their language development, and / reflection and learning logs that will position them to not only explain, but to
or their collaboration? rationalize their own understanding of important biological ideas on: evolution, the
place of humans in this world, global impact, and humans as a driving force on this
planet.
Survey
For their research poster, students will conduct surveys and learn about survey taking
skills in order to collect information from fellow students within the high school.
Furthermore, students will use these survey to make sense of data and deeply
analyze their finding in order to make relevant connections to the theme of human
impact.
Community Resources
<type here>
Criteria for Success Have you created an exemplar response or student product (attach below)
How will you know whether
students have met expectations?
Have you selected or developed a rubric that measures success in CONTENT and
LANGUAGE? (attach below)
LO: SWBAT say and LO: SWBAT find the LO: SWBAT present LO: SWBAT explain LO: SWBAT use a
write the different main idea from information learned concepts in their own listening guide to
ecological levels of reading a text. from a reading using words. record peer
organization. . sentence frames and presentations.
target vocabulary.
Task: Begin working Task: Group reading Task: listening note Task: Class time to Task: Booklet
on ecological Talking rock taking guide add pictures and presentation and
organization booklet. Posters details on the quiz
organizational
booklet.
Date: 5/2 Date: 5/3 Date: 5/4 Date: 5/5 Date: 5/6
CO: SWBAT define CO: SWBAT practice CO: SWBAT identify CO: SWBAT look at CO: SWBAT take a
symbiosis. . identifying examples the type of video examples of quiz on the ecological
mutualism, symbiosis. symbiosis to identify roles of organisms.
commensalism, and the type of
parasitism. relationship.
LO: SWBAT compare LO: SWBAT read LO: SWBAT read LO: SWBAT practicing LO: SWBAT use a full
and contrast the various ecological different ecological listening and sentences and target
different types of scenarios to identify scenarios to say and summarizing vocabulary to explain
symbiosis: different types of write the type of information from a different type of
mutualism, symbiosis. . symbiosis video. symbiosis..
commensalism, and represented.
parasitism.
Task: Task: Task: describing food Task: Class time to Task: Project
webs; work on food web presentations and
presentations. individual write ups.
Date: 5/9 Date: 5/10 Date: 5/11 Date: 5/12 Date: 5/13
CO:SWBAT explain CO: SWBAT begin CO: SWBAT fill out CO: SWBAT play a CO: SWBAT take an
the relationship collecting details on the jeopardy review exam on the
between producers information on a carbon, nitrogen, and game on ecology ecological unit.
and consumers. biogeochemical water cycles. concepts.
cycle.
LO: SWBAT use new LO: SWBAT work in LO: SWBAT report LO: SWBAT say new LO:SWBAT say new
vocabulary words to groups to read about what they learned vocabulary words vocabulary words
explain how a biogeochemical about a and write in full and write in full
ecosystems function. cycle. biogeochemical sentences. sentences.
cycle.
Task: Quiz! Finish up Task: Task: Graphic Task: Review Task: Ecology Exam
any presentations organizers
Date: 5/16 Date: 5/17 Date: 5/18 Date: 5/19 Date: 5/20
CO: SWBAT define CO: SWBAT describe CO: SWBAT stages of CO: SWBAT explain CO: SWBAT take a
Biogeochemical the events of the the carbon cycle to carbon footprint. quiz on the carbon
cycle and give an carbon cycle. real world scenario. cycle.
example.
LO: SWBAT LO: SWBAT present a LO: SWBAT read and LO: SWBAT write LO: SWBAT explain
summarize in their specific part of the analyze real world recommendations on the stages of the
own the main idea carbon cycle and scenarios. how to reduce their carbon cycle
from a reading. listen to peer carbon footprint.
presentations. (through matching,
describing, and
writing in a
paragraph).
frequencies
Examples/sorting of
examples of
evolution.
Date: 5/23 Date: 5/24 Date: 5/25 Date: 5/26 Date: 5/27
CO: SWBAT define CO: SWBAT CO: SWBAT explain CO: SWBAT perform CO: SWBAT explain
evolution. understand natural the different types of the natural selection the natural selection
selection as a type of selection. lab. lab.
evolution.
LO: SWBAT discuss LO: SWBAT LO: SWBAT LO:SWBAT LO: SWBAT
misconceptions on summarize and
evolution. discuss the natural
selection lab.
Task: Introduce Task: Reading Task:Reading Task: Review Task: Evolution Exam
evolution reflection different scenarios, different scenarios,
give rationale, do give rationale, do
group presentations group presentations Due: evolution
with each group with each group reflections
having a different having a different
scenario. scenario.
Date: 5/30 Date: 5/31 Date: 6/1 Date: 6/2 Date: 6/3
CO: SWBAT CO: SWBAT explore CO: SWBAT describe CO: SWBAT
No School understand how and describe the what makes a good understand the final
humans have ways humans have research poster. biology project.
impacted this earth. influenced the
carbon cycle.
LO: SWBAT use LO: SWBAT write LO: SWBAT perform LO: SWBAT read and
sentence frames to and talk about cause a gallery walk and summarize a rubric.
share ideas in a and effect orally share ideas on
gallery walk. relationships. good research
posters.
Task: Gallery Walk Task: Human Impact Task: Introduce Final Task: Work on Final
Human Impact Project Project. Stage 1:
Picking a
topic/research
question.
Date: 6/6 Date: 6/7 Date: 6/8 Date: 6/9 Date: 6/10
CO:SWBAT choose a CO: CO: CO:
research topic and
essential question.